PSYCHOLOGY
This project measures the student’s ability to define behavior operationally, apply direct and indirect measurement systems, interpret assessment findings, and develop a preliminary functional hypothesis. The portfolio represents the foundational analytical skills required for accurate and ethical assessment in applied behavior analysis.
Students will create a Functional Assessment Report based on a provided case scenario or a faculty-approved scenario. The portfolio must demonstrate the student’s ability to use measurement tools, evaluate data quality, and synthesize information into a defensible hypothesis statement.
Required Components
1. Operational Definition of the Target Behavior
2. Indirect Assessment Summary
3. Direct Observation Procedures
4. Data Graphs and Interpretation
5. Functional Hypothesis Statement
Formatting Requirements
Criterion | Description | Exemplary | Proficient | Developing | Points |
Operational Definition of Target Behavior | Quality and measureme nt utility of the operational definition | Definition is observable, measurable, complete, and clearly specifies inclusion and exclusion criteria; explanation clearly shows how the definition supports reliable measureme nt across observers and contexts | Definition is observable and measurable but lacks precision, exclusion criteria, or clarity in one area; explanation of reliability support is limited | Definition vague, subjective, or incomplete; reliability not supported or explained | 20 |
Indirect Assessment Summary | Completion and synthesis of indirect assessment tools | At least two tools completed accurately; summary synthesizes patterns across tools, identifies contextual variables, and avoids reliance on a single source | Required tools completed and summarized ; patterns identified but synthesis or contextual analysis limited | Tools incomplete, inaccurately summarized , or treated as isolated results | 20 |
Direct Observation Procedures | Accuracy and appropriate ness of direct measureme nt systems | Includes accurate frequency, duration, and latency measures plus at least one discontinuo us system; data sheets complete, accurate, and clearly labeled; measureme nt choices appropriate | Required measures present with minor errors, unclear labeling, or limited justification | Measures missing, inaccurate, or poorly documented ; data quality questionabl e | 20 |
Data Graphs and Interpretatio n | Graph construction and visual analysis | Graphs follow standard conventions , show multiple behavioral dimensions; interpretatio n accurately addresses level, trend, variability, and threats to accuracy and validity | Graphs interpretable with minor formatting issues or limited interpretatio n | Graphs incorrect, unclear, or missing; interpretatio n inaccurate or superficial | 20 |
Functional Hypothesis Statement | Integration of assessment data into hypothesis | Hypothesis integrates indirect and direct data; clearly identifies function, motivating operations, and maintaining consequenc es; concise and defensible | Hypothesis clear but relies heavily on one data source or omits one component | Hypothesis vague, unsupported , or inconsistent with data | 15 |
Professional Writing & APA Formatting | Clarity, organization , and APA adherence | Writing professional and cohesive; APA compliant; organization supports clinical readability | Writing generally clear with minor APA or organization issues | Writing or formatting interferes with comprehens ion or professional ism | 5 |
Total |